ED 330, 331, 332 Assessment of Record 1 Academic Professional Development Folio Level C [first field]
Course Outcomes:
INTASC Standard 1: Discipline Knowledge & Understanding
INTASC Standard 2: Understanding Student Development
INTASC Standard 6: Effective Communication Skills
INTASC Standard 7: Instruction and Curriculum Planning
INTASC Standard 8: Assessment: Learners & Strategies
INTASC Standard 9: Reflective Practice
Directions to Student: Candidates toward the end of their first practicum (i.e. Teacher Assisting) will provide their University Field Coordinator with four (4) Folders, which serve as the documentation for the Academic Professional Development Folio (APDF). The four (4) folders document the College of Education’s (COE’S) Conceptual Framework, including the Unit’s Mission. The Mission: Teaching, Leading and Learning in a Democratic Society. In addition, the INTASC standards (see Course Outcomes) will also be embedded within these folders. Each folder should contain a minimum of one (1) piece of evidence [i.e. evidence submitted must have been created prior to admittance into the COE]. The evidence provides documentation that the candidate knows, understands, applies, and articulates the COE’S Mission. In addition to the evidence, each folder will contain a reflection paper, approximately ½ to one full page in length. The reflection should state concisely the candidate’s rationale for placing the piece of evidence in the folder (e.g. candidate states why s/he personally believes that the piece of evidence demonstrates how an educator enhances the academic and personal potential of his/her students or what expertise does s/he possess that guides his/her practice each is based upon the COE’S definition of those particular value or belief statements). The candidate should also provide an additional overall (personal) reflection [totaling 5 reflections] concerning the process of compiling Level C of the APDF [i.e. First Field Folio]. The following are the folders, including the elements to be assessed. [Note: evidence could be placed in multiple folders] Folder 1: Teaching
Discipline Knowledge and Understanding (INTASC: 1)
Understanding Student Development (INTASC: 2)
Folder 2: Leading
Instruction and Curriculum Planning (INTASC:7)
Effective Communication Skills (INTASC: 6)
Folder 3: Learning
Discipline Knowledge and Understanding (INTASC: 1)
Understanding Student Development (INTASC: 2)
Assessment: Learners & Strategies (INTASC: 8)
Reflective Practice (INTASC: 9)
Folder 4: In a Democratic Society
Expertise to guide our practice
Equity to guide interactions
Liberal Education to guide our perspectives
Social Responsibility to guide our commitment to democratic education
Helps: candidates may use a piece of evidence in more than one folder (e.g. a lesson plan or a unit plan will address more than one folder and certainly more than one element/indicator contained within the folder).
Rubric for Academic Professional Development Folio (First Field Folio)
INTASC = Interstate New Teacher Assessment and Support Consortium Standards
Element
Distinguished - 3
Proficient - 2
Progressing – 1
Unsatisfactory – 0
INTASC: 1 Discipline Knowledge and Understanding Candidate effectively uses multiple representations and explanations that capture key ideas while representing differing viewpoints, methods of inquiry and “ways of knowing.”
The candidate consistently demonstrates the descriptors represented by this standard.
The candidate frequently demonstrates the descriptors represented by this standard.
The candidate occasionally demonstrates the descriptors represented by this standard.
The candidate rarely demonstrates the descriptors represented by this standard.
INTASC: 1 Discipline Knowledge and Understanding Candidate develops/uses curricula that encourages students to see, question, and interpret ideas from diverse perspectives
The candidate consistently demonstrates the descriptors represented by this standard.
The candidate frequently demonstrates the descriptors represented by this standard.
The candidate occasionally demonstrates the descriptors represented by this standard.
The candidate rarely demonstrates the descriptors represented by this standard.
INTASC: 2 Understanding Student Development Candidate assesses individual and group performances to design instruction that meet learners’ current needs.
The candidate consistently demonstrates the descriptors represented by this standard.
The candidate frequently demonstrates the descriptors represented by this standard.
The candidate occasionally demonstrates the descriptors represented by this standard.
The candidate rarely demonstrates the descriptors represented by this standard.
INTASC: 2 Understanding Student Development Candidate accesses students’ thinking and experiences as a basis for instructional activities by discussion, listening and eliciting samples of student thinking orally and in writing.
The candidate consistently demonstrates the descriptors represented by this standard.
The candidate frequently demonstrates the descriptors represented by this standard.
The candidate occasionally demonstrates the descriptors represented by this standard.
The candidate rarely demonstrates the descriptors represented by this standard.
INTASC: 6 Effective Communication Skills Candidate models effective communication strategies and knows how to ask questions that stimulate discussion.
The candidate consistently demonstrates the descriptors represented by this standard.
The candidate frequently demonstrates the descriptors represented by this standard.
The candidate occasionally demonstrates the descriptors represented by this standard.
The candidate rarely demonstrates the descriptors represented by this standard.
Element
Distinguished - 3
Proficient - 2
Progressing – 1
Unsatisfactory – 0
INTASC: 7 Instruction and Curriculum Planning Candidate selects/creates learning experiences appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction.
The candidate consistently demonstrates the descriptors represented by this standard.
The candidate frequently demonstrates the descriptors represented by this standard.
The candidate occasionally demonstrates the descriptors represented by this standard.
The candidate rarely demonstrates the descriptors represented by this standard.
INTASC: 7 Instruction and Curriculum Planning Candidate creates/plans learning opportunities, lessons and activities that address various learning styles and meet the developmental/individual needs of diverse learners.
The candidate consistently demonstrates the descriptors represented by this standard.
The candidate frequently demonstrates the descriptors represented by this standard.
The candidate occasionally demonstrates the descriptors represented by this standard.
The candidate rarely demonstrates the descriptors represented by this standard.
INTASC: 8 Assessment: Learners & Strategies Candidate knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated.
The candidate consistently demonstrates the descriptors represented by this standard.
The candidate frequently demonstrates the descriptors represented by this standard.
The candidate occasionally demonstrates the descriptors represented by this standard.
The candidate rarely demonstrates the descriptors represented by this standard.
INTASC: 9 Reflective Practice Candidate uses classroom observation, information about students and research as sources for evaluating the outcomes of teaching and learning as a basis for experimenting with, reflecting on, and revising practice.
The candidate consistently demonstrates the descriptors represented by this standard.
The candidate frequently demonstrates the descriptors represented by this standard.
The candidate occasionally demonstrates the descriptors represented by this standard.
The candidate rarely demonstrates the descriptors represented by this standard.
INTASC: 9 Reflective Practice Candidate seeks out professional literature and professional colleagues as supports for reflection, problem-solving and new ideas, and sharing of experiences.
The candidate consistently demonstrates the descriptors represented by this standard.
The candidate frequently demonstrates the descriptors represented by this standard.
The candidate occasionally demonstrates the descriptors represented by this standard.
The candidate rarely demonstrates the descriptors represented by this standard.
Academic Professional Development Folio Level C [first field]
Course Outcomes:
- INTASC Standard 1: Discipline Knowledge & Understanding
- INTASC Standard 2: Understanding Student Development
- INTASC Standard 6: Effective Communication Skills
- INTASC Standard 7: Instruction and Curriculum Planning
- INTASC Standard 8: Assessment: Learners & Strategies
- INTASC Standard 9: Reflective Practice
Directions to Student:Candidates toward the end of their first practicum (i.e. Teacher Assisting) will provide their University Field Coordinator with four (4) Folders, which serve as the documentation for the Academic Professional Development Folio (APDF).
The four (4) folders document the College of Education’s (COE’S) Conceptual Framework, including the Unit’s Mission. The Mission: Teaching, Leading and Learning in a Democratic Society. In addition, the INTASC standards (see Course Outcomes) will also be embedded within these folders.
Each folder should contain a minimum of one (1) piece of evidence [i.e. evidence submitted must have been created prior to admittance into the COE]. The evidence provides documentation that the candidate knows, understands, applies, and articulates the COE’S Mission. In addition to the evidence, each folder will contain a reflection paper, approximately ½ to one full page in length. The reflection should state concisely the candidate’s rationale for placing the piece of evidence in the folder (e.g. candidate states why s/he personally believes that the piece of evidence demonstrates how an educator enhances the academic and personal potential of his/her students or what expertise does s/he possess that guides his/her practice each is based upon the COE’S definition of those particular value or belief statements). The candidate should also provide an additional overall (personal) reflection [totaling 5 reflections] concerning the process of compiling Level C of the APDF [i.e. First Field Folio]. The following are the folders, including the elements to be assessed. [Note: evidence could be placed in multiple folders]
Folder 1: Teaching
- Discipline Knowledge and Understanding (INTASC: 1)
- Understanding Student Development (INTASC: 2)
Folder 2: Leading- Instruction and Curriculum Planning (INTASC:7)
- Effective Communication Skills (INTASC: 6)
Folder 3: Learning- Discipline Knowledge and Understanding (INTASC: 1)
- Understanding Student Development (INTASC: 2)
- Assessment: Learners & Strategies (INTASC: 8)
- Reflective Practice (INTASC: 9)
Folder 4: In a Democratic Society- Expertise to guide our practice
- Equity to guide interactions
- Liberal Education to guide our perspectives
- Social Responsibility to guide our commitment to democratic education
Helps: candidates may use a piece of evidence in more than one folder (e.g. a lesson plan or a unit plan will address more than one folder and certainly more than one element/indicator contained within the folder).Rubric for Academic Professional Development Folio (First Field Folio)
INTASC = Interstate New Teacher Assessment and Support Consortium Standards
Discipline Knowledge and Understanding
Candidate effectively uses multiple representations and explanations that capture key ideas while representing differing viewpoints, methods of inquiry and “ways of knowing.”
Discipline Knowledge and Understanding
Candidate develops/uses curricula that encourages students to see, question, and interpret ideas from diverse perspectives
Understanding Student Development
Candidate assesses individual and group performances to design instruction that meet learners’ current needs.
Understanding Student Development
Candidate accesses students’ thinking and experiences as a basis for instructional activities by discussion, listening and eliciting samples of student thinking orally and in writing.
Effective Communication Skills
Candidate models effective communication strategies and knows how to ask questions that stimulate discussion.
Instruction and Curriculum Planning
Candidate selects/creates learning experiences appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction.
Instruction and Curriculum Planning
Candidate creates/plans learning opportunities, lessons and activities that address various learning styles and meet the developmental/individual needs of diverse learners.
Assessment: Learners & Strategies
Candidate knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated.
Reflective Practice
Candidate uses classroom observation, information about students and research as sources for evaluating the outcomes of teaching and learning as a basis for experimenting with, reflecting on, and revising practice.
Reflective Practice
Candidate seeks out professional literature and professional colleagues as supports for reflection, problem-solving and new ideas, and sharing of experiences.